La présente étude s’est appuyée sur le modèle transactionnel de stress de Lazarus dans le but de s’intéresser aux mauvais impacts de la cyberintimidation sur les victimes de tels actes, ainsi qu’aux différents facteurs susceptibles de diminuer ou d’amplifier cet effet,comme les représentations cognitives, les aspects contextuels de la situation, ses propriétés stressantes et les stratégies d’adaptation adoptées par les victimes. Les analyses ont été réalisées à partir d’un échantillon de 844 victimes de cyberintimidation âgées de 14 à 21 ans, dont 700 filles. Ces participants ont été recrutés dans des groupes d’intérêt sur le site de réseautage social Facebook et ils ont complété un questionnaire en ligne portant sur la situation de cyberintimidation qu’ils ont vécue. Les résultats indiquent d’abord que les victimes de sexe féminin seraient prédisposées psychologiquement à être affectées plus négativement par des situations de cyberintimidation, qu’elles auraient tendance à subir des situations de cyberintimidation d’une plus grande gravité intrinsèque que celles des garçons et qu’elles choisiraient des stratégies d’adaptation d’une moins grande efficacité. Il est donc peu étonnant alors qu’elles subissent des conséquences d’une plus grande gravité à la suite de leur situation de cyberintimidation. Il appert également que les situations de cyberintimidation qui comprennent aussi de l’intimidation hors ligne auraient tendance à être d’une plus grande gravité intrinsèque que les situations de cyberintimidation qui se déroulent en ligne seulement. Enfin, les résultats d’analyses de pistes causales semblent montrer que le modèle transactionnel de stress de Lazarus permet d’analyser efficacement comment les situations de cyberintimidation peuvent avoir ou ne pas avoir d’impact sur les jeunes filles qui les subissent. Le plus important facteur de risque de la gravité des conséquences subies est l’adoption de la fuite en résultat de la situation, suivie de l’occurrence d’intimidation hors ligne, de l’adoption du contrôle de soi, de la variété de gestes, du sentiment de responsabilité, de la perception de durée de la situation et de la fréquence de victimisation par intimidation hors ligne dans le passé. La possession d’optimisme et d’estime de soi constituerait toutefois un facteur de protection important contre l’impact de la cyberintimidation sur les filles. / This study is based on Lazarus’ transactional model of stress in order to discover what impact cyberbullying has on young people and the various factors that may reduce or amplify this effect, such as cognitive representations, contextual aspects of the situation, its stress properties and the coping strategies adopted by the victims. Analyses are based on a sample of 844 cyberbullying victims aged 14 to 21 years, which includes 700 girls. These participants were recruited in groups on the social networking site Facebook and they completed an online questionnaire on the cyberbullying situation they have experienced. The results indicate first of all that female victims are more psychologically predisposed to be affected by situations of bullying, tend to experience cyberbullying situation that are more severe than those suffered by male victims and choose less effective coping strategies. It is little wonder then that they suffer more severe consequences in result of their cyberbullying situation. It also appears that instances of cyberbullying with offline bullying tend to be more severe then cyberbullying situations taking place online only. Finally, the results of path analyses suggest that the transactional model of stress of Lazarus can effectively analyze how cyberbullying situations may or may not have a negative impact on young female victims. The biggest risk factor for the severity of consequences is the adoption of the escape-avoidance coping strategy, followed by the occurrence of offline bullying during the situation, the adoption of the self-control coping strategy, the variety of cyberbullying acts, the victim’s level of self blame, the victim’s perception of the duration of the situation, and the frequency of offline bullying victimization. However, the possession of optimism and self-esteem reveals itself to be a significant protective factor against the impact of cyberbullying among girls.

Over the span of the last 16 years of my teaching career I have taught elementary, secondary and adult learners in both traditional classroom environments, alternative school settings and distributed learning platforms. Regardless of the grade, subject or environment I have been an advocate of digital technology in education, and enthusiastically welcomed George Siemens’ predicted paradigm shift to connectedness enabled through its uses (as cited in Wikipedia, 2013). However, over the past decade this ability to connect through technology has also lead to an increase in cyber-bullying coupled with inherent risks associated with online environments making the connection between cyber-bullying and social media an important area of study. This study began because of a legal case study I was presented with during a graduate course at the University of Victoria concerning issues related to teachers and the law. The case study is based on a high profile YouTube cyber-bullying incident in Canada. Using concepts such as neoliberalism and the promotion of technology as a 21st century tool for schooling, I reviewed Government of Canada and British Columbian research as well as international research regarding the advantages and disadvantages of the use of technology by humans and in education. These documents provided an overview of debates around the benefits for using the Internet, and contrasted this with risks connected to loss of privacy and possible bullying online (cyber-bullying). My methodology for the study is grounded in qualitative research in which I used three different focus groups from which to gather data. The first group included graduate students from the University of Victoria enrolled in Leadership Studies. The second group consisted of members from a Social Justice Committee. The final group represented a team of teachers, administrators and support staff at a Secondary School on a coastal School District in British Columbia. Each focus group observed a video posted on YouTube and the discourse that was left below the posting of the video. Participants were asked to reflect individually, discuss as a group and record their thoughts and feelings for the purposes of the study and as a means to suggest ways to mitigate change. Their comments and suggestions for ways to mitigate change supported research I found and at times pointed towards directions I had yet to consider. Similar to me, the act of viewing and participating in the case study left an impact as to how best to mitigate change through the use of case studies and discussions that helped develop compassion and awareness for cyber-bullying victims. The study concludes with a review of current technology and health and career curriculum as it pertains to issues involving cyber-bullying and promoting socially responsible behaviour on the Internet available to schools in British Columbia, along with information regarding new initiatives including the E.R.A.S.E. bullying website. / Graduate / 0515 / 0710 / 0530 / ssamaras@sd46.bc.ca

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No. of bitstreams: 1 souza_fr_me_prud.pdf: 2130447 bytes, checksum: 7c77d394bf73bfaeaad3a60fbbe638b1 (MD5) Previous issue date: 2017-10-24 / A presente investigação, vinculada à linha de pesquisa “Práticas e Processos Formativos em Educação”, tem como embasamento o crescimento da utilização das Tecnologias Digitais de Informação e Comunicação (TDIC) entre os adolescentes, bem como das redes sociais da internet, que conduzem tanto a favoráveis situações, como podem ser utilizadas para fomentar a violência nas situações de cyberbullying. Apresenta como objetivo identificar e analisar as representações sociais de gestores, professores e alunos sobre o cyberbullying e suas manifestações nas redes sociais. Diante do objetivo geral, foram delineados os seguintes objetivos específicos: analisar as representações sociais sobre o conceito de cyberbullying por parte dos sujeitos pesquisados; identificar as representações sociais sobre o conceito de redes sociais por parte dos sujeitos pesquisados; identificar situações de cyberbullying vivenciadas pelos sujeitos pesquisados em redes sociais; analisar as representações sociais sobre o uso de redes sociais pelos adolescentes; analisar as representações sociais sobre uso de redes sociais nas atividades pedagógicas e analisar as representações sociais sobre a importância da mídia-educação como componente de formação crítica do adolescente usuário de redes sociais. A pesquisa possui abordagem qualitativa, com delineamento descritivo-explicativo. Para a análise dos dados, utilizamos a análise de conteúdo. Perante essa constatação, o trabalho foi realizado em uma escola da rede pública estadual de um município de médio porte do interior do estado de São Paulo, com a participação de estudantes, professores e gestores da escola, compreendendo como procedimentos: questionário aos estudantes e aos professores; entrevista com gestores; grupo focal com estudantes e estudo de conteúdo divulgado por meio da rede social da internet Facebook. Os resultados revelaram que, de modo geral, os participantes têm conhecimento do conceito de cyberbullying. No entanto, as situações de cyberbullying encontraram-se naturalizadas e despercebidas por parte dos participantes. No caso das redes sociais, estas foram identificadas, principalmente, como uma forma de comunicação e de relacionamento interpessoal. Seu uso na escola ainda é tímido. Acerca da mídia-educação, seu entendimento foi verificado como superficial, indicando a necessidade de ações formativas eficazes voltadas para o tema. Espera-se com a realização desse trabalho, colaborar para a reflexão e debates no âmbito educacional sobre o fenômeno do cyberbullying, além de contribuir com os sistemas educativos com sugestões sobre formas de enfrentamento e prevenção a essa violência. / The present investigation, joint to the research segment “Practice and Processes for Formation in Education”, has as base the growing process from the use of Information and Communication through Digital Technology (ICDT) among teenagers, and the social networks as well, that conduct even to favorable situations in order to increase the violence in cyber bulling situations. As an objective, it identifies and analyses the representation of the teachers, directors and students, related to cyber bullying and its manifestations at the social networks. Based on the general objective, the specific objectives were established: analyze the social representations about the concept of cyber bullying, from the researched subjects; identify the social representations about the concept of cyber bullying, from the researched subjects; identify cyber bulling experienced by the researched subjects in social networks; analyze the social representations about the use of social networks by teenagers; analyze the social representations about the use of social networks in pedagogical activities and analyze the social representations about the importance of the media and education as a component of the critical construction of the teenager as a user in social networks. The research has a qualitative approach, with descriptive and explanatory establishing. For the data analysis provided, the content analysis was used. In view of this, the work was accomplished in a State public school, from an average city, from São Paulo State, countryside, with the participation of the students, teachers and directors from the school, using the procedures: students and teachers questionnaire; interview with the directors; focus on students groups and content study, spread out through Facebook. The results showed that, in a general view, the participants have a considerable knowledge of the concept of cyber bulling. However, the situations of cyber bullying were found naturally and not really noticed by the participants. Related to the social networks, those were identified, mainly, as a way of communication and the interpersonal relationship. Its use in schools is still not common . Related to media and education, its comprehension was verified as superficial, pointing that there is a necessity of efficient forming actions focused on the theme. It is expected that, with the achievement of this research, some collaboration appear to help the reflections and debates in education itself about the phenomena cyber bullying, and also may contribute to the education systems as suggestions, about forms of facing and prevention against this kind of violence.

(in English): The thesis focuses on risk behaviour among children on the internet. The aim is to find out the specific differences between clients from the low-threshold treatment programme for youths at risk and the general child population, in the context of three main topics: risk behaviour, victimisation and victim and offender role reversal, and in two fields: cyberbullying and online violence against children. The work is divided in three parts: theoretical, methodological and analytical. First, I introduce basic concepts of hazardous internet behaviour among children as described within the academic literature. Those are mainly online communication, cyberbullying, cybergrooming, sexting and child pornography. In the methodological part, I present the goals of this work, research questions, the case-study method which is the base method of my own research, as well as other quantitative research methods that are commonly used to study the child population. These findings are compared in the analytical part, focusing on two main areas: cyberbullying and online violence against children. In the conclusion, the results are put in context of the theoretical findings from the first part in order to answer the research questions. The findings show considerable differences between the general child...

The aim of my thesis was to find out how people behave on social networks. My focus was to highlight the advantages and disadvantages that come out with moving into the cyberspace. As I discovered while writing, social networks can be used for good purposes, for example the charity. At the same time, I concluded that any advantage can be abused. The use of social networks is very tricky. I made up a survey to determine how people use social networks, and which are the most popular. I've created five hypotheses, two got confirmed and three did not. I believe that the results of this survey brought out quite valuable information. The questionnaires revealed that the most popular social networking site was Facebook. It was also confirmed that social networks became a real part of daily life. I wanted to draw attention to the actual topic. I think social work is important to deal with this issue more, because a lot of problems with children and adolescents takes place on the Internet today. Ignorance of this environment can lead to misunderstanding or ignorance of problems and it prevents resolving them. This topic has many more angles to describe from. I can see the importance of kids getting informed at schools by teachers and also instruction of their parents what to take care about.

Bullying, in its many different face-to-face and cyber manifestations, profoundly impacts involved youth, particularly those with special education needs. Schools have typically focused on policing the bullies, while teaching victims of bullying effective reactive responses. The objective of this study was to identify those students at greatest risk, the factors placing them at risk, and to understand the source of their consequently aggressive social behaviours and communication. Understanding root causes thereby enables schools to shift toward proactively preventing bullying behaviours. Evidence suggests that adolescents with Emotional and Behavioural Disorders (EBD) are overrepresented in the face-to-face bullying dynamic. Through a social-ecological lens, the current study compares bullying involvement among typically developing adolescents (n = 134) with EBD adolescents (n = 30), and considers how within-person characteristics of adolescents with EBD are influenced by and interact with bi-directional microsystem (i.e. family, friends, teachers, school) and macrosystem (i.e. social and educational patterns of programming) factors to increase or decrease face-to-face- and cyber-bullying involvement. As hypothesized, adolescents with EBD were significantly more involved in both face-to-face- and cyber-bullying and –victimization. Predictive factors were uniquely identified for on- and off-line bullying and victimization. The current findings demonstrate a need to approach bullying prevention proactively by aiming resources at the source of social aggression. / Graduate

This thesis deals with the issue of cyberbullying. It describes technical and technological means by which cyberbullying can be generated and distributed. Part of the work is devoted to creation, forms, manifestations, consequences and effects of cyberbullying on the involved. It warns of the dangers which threaten children on the Internet. Moreover, it also discusses the possibilities, resources and recommendations for prevention and preventive programmes against cyberbullying. The empirical part is devoted to research and its analysis, a description of the findings and assessment of research.

Within the majority of learners' years in high school, bullying is one common experience that pervades those years of transitioning to adulthood. The bullying phenomenon has been studied over a few decades and we have basically come to understand that bullying is any situation where a perpetrator, over a period, continually behaves aggressively towards another individual who cannot defend themselves; here an imbalance of power is accentuated. This has been studied in recent years with the increasing reports of fatalities among high school learners who have resorted to suicide and self-harm as a solution. In the current digital age, the extent of bullying is faster and reaches further, and as such, more dynamics seem to be involved in the mix. The role of technology in improving the way we live and do things has also extended to the way crimes and injustice are being meted out in society. Youths and adolescents, particularly high school learners have been noted to have a phenomenal adoption of technology. They are also noted to increasingly acquire the most updated mobile technology devices and are therefore a fit sample for examining mobile bullying. In addition, more studies are finding out distinct classifications such as bully, victim and bully-victims, with the bully-victim studies just beginning to gain attention. As with the more familiar traditional bullying, fundamental psychological, social and economic factors largely predict the exhibiting of bully-victim characteristics. Some studies have found that the consequences are, however, more severe within the group but not without some inconsistencies in findings; hence the need to investigate and begin to proffer the right interventions or solutions. This current study set out to investigate characteristics of female mobile bully-victim behaviours amidst claims that they are a minority and so no special attention need be given to them. A pilot study, conducted by this researcher, examining the bully-victim subgroup from previous cyberbullying research studies (Kabiawu & Kyobe, 2016), found the group exists and is fast gaining more popularity in research. Further examination of literature found the discourse around age factor in prevalence, with gender variances, interventions, and country differences, among others. Many of the past studies on gender variance enquiries were conflicting, interventions were largely not technology-oriented, and studies were mostly from outside the continent of Africa. This stirred up the interest in studying female mobile bully-victims in South African high school students and the exploration of a general (i.e. non-gender-specific) technical intervention. The study followed a pragmatic philosophy and mixed method in collecting and analyzing the data. The study was carried out in Cape Town, South Africa; eight schools agreed to participate in the survey, and 2632 responses were collected from a range of schools (consisting both public and independent schools). Of these, 911 were females and 199 bully-victims, placing the group in a minority position. This maintained the keen interest in understanding the issues that face them rather than overlooking the subgroup as some studies would argue. Additionally, the study vii entailed the development of an IT artefact in the form of a mobile application, called “The BullsEye!” through a Design Science process. The aim of the artefact was to proffer a technical intervention and observe the usefulness of the artefact in dealing with general bullying as well as for addressing, mitigating and providing support for bullying. The study collected information quantitatively to explore the differences in age, school grade, type of school, family type, ethnicity and perceptions of interventions from students. This process was also used to recruit interested students in designing the mobile app intervention to address the secondary aspect of the research. The study predicted that at different ages and school grades, female mobile bullyvictim behaviours would be different. It also proposed that these behaviours exhibited by bully-victims would differ when the school type, ethnicity and family from which students come, are compared. When interventions by teachers, family and friends were compared, the study predicted that the female bully-victim behaviours exhibited would not be same, depending on the perception of the level of intervention the students received. These hypotheses were tested empirically using quantitative methods to check the analysis of the variance of the mean scores of the collected data. The results of the analysis of variance showed findings that resulted in some partial and some strong acceptance of the hypotheses. As expected, there were age and grade differences observed among the behaviours of the female bully-victims surveyed. The younger in age and grade these students were, the more of the behaviours were found to be exhibited by them. Students from conventional families with two parents were expected to exhibit fewer female bully-victim characteristics, but this was not necessarily the finding in the study and inconsistent with most previous studies. The prediction on ethnicity was also partially accepted due to mixed indications according to findings. Establishing the respondents' ethnicity showed a group of students who did not wish to reveal their ethnicity but were rife in bully-victim behaviour via phone calls, email and SMS's. This raised a question of whether their societal status affected their behaviour. The type of school was also found not to accurately predict female bully-victim behaviours in this study as expected or in accordance to majority of existing literature. There was, however, evidence of a distinct social media mechanism of bullying/victimization peculiar to an Independent school in relation to other schools. The prediction on interventions, while being partially supported, provided a useful insight into strengthening the need to appreciate and continually invest in the quality of interventions provided to address mobile bullying. Generally, the findings revealed that female mobile bully victims had significantly higher experience of being victims (i.e. had been bullied) than those who were not. This may be due to failings in the provision for reporting issues or the way reports are being handled, which is another useful insight into interventions. The artefact designed as an intervention in this study also showed high acceptance of the app. This can be attributed to the fact that the design process followed a methodology that is grounded in practice and in the body of knowledge. This was embellished by emerging methodologies of involving the intended users, though schoolchildren, in the evolution of the artefact design. The implication of these findings is that there may be current frameworks addressing female mobile bully-victim behaviour at school and family levels; however, focus of interventions should be on teaching the right culture with regards to mobile phone use. This gives credence to the second objective of this study, which was to design a digital intervention. The artefact was designed to empower victims and bystanders, the purpose of which seemed to have been achieved with a high rate of approval for the app. The knowledge gained from this phase, despite the limitations, points that visual appeal is important when designing for high school students. It also showed that students are interested in learning in an environment free of adult presence or supervision. However, many more strategies and principles can be applied to intervene from different perspectives to create a more wholistic solution. This knowledge is useful for future works that seek to include their input in design process. The understanding of these characteristic mechanisms is important in proffering relevant interventions as the distinct female bully-victim group is newly gaining attention. This is useful in theory development, especially feminist theories on violence as well as where and how to target interventions. This impacts practice in terms of knowledge of how female mobile bully-victims operate and how one can begin to empower them to protect themselves and reflect on their online and mobile phone behaviour. Therefore, for Information Systems practice, this study provides a worthwhile contribution, especially in answering questions such as, what information systems and interventions should be developed and how to maximize such systems for their intended learning purposes. From the lessons learned in this study, the research also contributes by proposing considerations for future and further research.

Fifty journalists worldwide lost their lives while doing their job last year. Many others are in prison, face death threats and other kinds of imminence. With the spread of the internet and social media a lot of communication moved into cyberspace therefore many threats and attacks towards journalists are taking place there. This thesis called Investigative Journalists in Danger in Czech Media Environment deals with the threats investigative journalists are facing. This paper also analyses how they are protecting themselves while doing their job. For a better understanding of the whole topic, this paper also presents to the reader the history, development and role of investigative journalism in the Czech Republic. The research presents interviews with twelve established Czech investigative journalists who shared their experiences and opinions on the state of security in the Czech Republic, the threats they are facing and how they are protecting themselves. The answers of the respondents confirmed the general opinion that being an investigative journalist is often a dangerous job where the reporters face all kinds of threats and pressure.

El presente trabajo consta en analizar cómo es que uno de los elementos narrativos, en este caso la dirección de fotografía, se utiliza para contar la historia de los personajes principales de la serie “Euphoria” y, a su vez, para mostrar por medio de la imagen en movimiento, cuáles son los sentimientos por los cuales estos pasan. Es así que, en un primer momento se hablará de cómo es que la dirección de fotografía ha pasado a ser igual de importante en las series como siempre lo ha sido en las películas. Luego, para que este análisis sea más detallado, esta se ramificará en otros tres componentes que son muy utilizados dentro de esta: la iluminación, la composición y el color. Esto se hará con la intención de estudiar cómo es que estos tres elementos que trabajan conjuntamente, reflejan los problemas actuales por los cuales los adolescentes atraviesan. Es así que, junto con esta, se trabajarán también temas como, por ejemplo, el sexting, la adicción a las drogas y el cyberbullying. Problemas que, como se explicarán, son los más comunes dentro del rango de edad que cubre la adolescencia. Por tanto, con este análisis se verá que la dirección de fotografía, no solamente es para crear una atmósfera en el estilo de la serie, en este caso, sino que también se le utiliza para que los personajes hablen a través de lo que se ve en la pantalla. / The present work consists in analyzing how one of the narrative elements, in this case the photography direction, is used to tell the story of the main characters of the series "Euphoria" and, in turn, to show through the moving image, what are the feelings through which they pass. Thus, at first we will talk about how photography direction has become as important in series as it has always been in movies. Then, for this analysis to be more detailed, it will branch into three other components that are widely used within it: lighting, composition and color. This will be done with the intention of studying how these three elements that work together reflect the current problems that adolescents go through. Thus, along with this, topics such as sexting, drug addiction and cyberbullying will also be worked on. Problems that, as will be explained, are the most common within the age range covered by adolescence. Therefore, with this analysis it will be seen that the photography direction is not only to create an atmosphere in the style of the series, in this case, but it is also used so that the characters speak through what is seen. on the screen. / Trabajo de investigación